Students should read more non-fiction and “informational text,” say Common Core State Standards adopted by 46 states and the District of Columbia. The new standards say half of elementary school reading assignments should be nonfiction, growing to 70 percent by grade 12. Who should teach informational reading?
Already, English teachers are cutting literature units to make room for recommended texts, which include Alexis de Tocqueville’s “Democracy in America,” “FedViews,” by the Federal Reserve Bank of San Francisco (2009) and “Executive Order 13423: Strengthening Federal Environmental, Energy, and Transportation Management,” published by the General Services Administration, reports the Washington Post.
But David Coleman, who co-authored the standards, say educators have it all wrong.
Teachers in social studies, science and math should require more reading, which would allow English teachers to continue to assign literature, he said.
Social studies teachers, for example, could have students read the Rev. Martin Luther King Jr.’s “Letter From a Birmingham Jail,” while math students could read Euclid’s “Elements” from 300 B.C.
. . . The standards explicitly say that Shakespeare and classic American literature should be taught, said Coleman, who became president of the College Board in November.
. . . The specifics are spelled out in a footnote on page 5 of the 66-page standards.
Across the country, English teachers say their principals have told them it’s their job to teach students to read non-fiction. Social studies, science and math teachers are not sharing the responsibility.